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THE 

HAMPTON 

NORMAL AND AGRICULTURAL 

INSTITUTE 

HAMPTON. VA. 




SAMUEL CHAPMAN ARMSTRONG (1839— '93) 
Founded Hawpton Institute 186S 



Hampton Institute Press 
igos 



SOARD 6F TRUSTBES 






PRESIDENT 

ROBERT C. OGDEN, LL.D, Firm of John Wanamaker, N. Y. 

VICE-PRESIDENTS 

REV. ALEXANDER McKENZIE, D. D, Cambridge, Mass. 
RT. REV. W. N. McVICKAR, S.T. D, Providence, R. I. 

SECRETARY 

H. B. FRISSELL, Hampton, Va. 

TREASURER 

ALEXANDER PURVES, Hampton, Va. 



GEORGE FOSTER PEAB0DY,5^ William St, N. V. 

REV. CHARLES H. PARKHURST, D. D, ijj East 35th St, N. Y. 

REV. F. G. PEABODY, D. D, 13 Kirkland St, Cambridge, Mass. 

RT. REV. D. H. GREER, D. ^1,342 Madison Ave, N. Y. 

CHARLES E. BIGELOW, 40 Hudson St, N. Y. 

ARTHUR CURTISS JAMES, gg John St, N Y. 

WM. JAY SCHIEFFELIN, PH.D, 170 William St, N. Y. 

HON. L. L. LEWIS, Richmond, Va. 

REV. JAMES W. COOPER, D. D, 287 4th Ave,N. Y. 

W. W. FRAZIER, 25g Sonth i8th St, Philadelphia, Pa. 

ARCHER M. HUNTINGTON, jj Wall St, N. Y. 

HON. B. B. MUNFORajjoj East Grace St, Richmond, Va. 







VIEW FROM THE SCHOOL WHARF 



LOCATION 

None of the branches of the Chesapeake (Mother of Waters) can 
compare in beauty with Hampton Roads, that famous battlegi-ound of 
the Monitor and Merrimac. Hampton Institute is situated at the mouth 
of a broad inlet overlooking these historic waters, about three miles from 
Fort Monroe, Old Point Comfort. Between the Institute and the Fort lies 
the National Soldiers' Home, and six miles away on the James are the 
famous shipyards of Newport News. A few miles farther up the river 
are the historic ruins of Jamestown, whose tri-centennial is to be celebrat- 
ed with a great exposition in 1907. There is a significant interest in the 
fact that the first cargo of Negro slaves was landed there in 1619, not 
far from this institution, the first one founded for the industrial train- 
ing of their emancipated descendants. 

INCORPORATION 
The school was started soon after the war, under the auspices of 
the American Missionary Association, at the suggestion of Gen. S. C. 
Armstrong, who was made its principal. In 1870 it was chartered by 
special act of theGeneral Assembly of Virginia, thus becoming independ- 
ent of any church organization. It is not a government, state, or de- 
nominational school, but is a private corporation controlled by a board 
of seventeen trustees, representing different sections of the country and 
seven religious denominations, no one of which has a majority. 

STUDENTS 
From its modest beginning 37 years ago, with 15 colored students, 
the numbers have steadily increased. In 1878 Col. R. H. Pratt brought 
15 Indian prisoners of war from St. Augustine to Hampton. The enroll- 
ment for the present year has been 715 Negro and 100 Indian boarders, 
and 465 colored children from the neighborhood, who receive instruction 
in the Whittier Training School, making a total of 1280. 




MANSION HOUSE, CHURCH, AND ACADEMIC HALL 

EQUIPMENT 

The school grounds contain over x88 acres, exclusive of the Shell- 
banks Farm. There are 60 buildings, including the church, library, 
museum, dormitories, recitation halls, trade school, domestic science and 
agriculture building, hospital, gymnasium, printing office, greenhouses, 
barn, workshops, laundry, offices, and dwellings of the officers and teach- 
ers. The equipment of many of these buildings is excellent, but in some 
cases quite inadequate for the needs of the students. All of the young 
men have military drill, which is of incalculable value in teaching habits 
of promptness, neatness, and obedience. The teachers are the best that 
can be found, men and women inspired with a noble purpose. 

AIMS 
Before industrial education was introduced into this country. Gener- 
al Armstrong, from his experience in the Hawaiian Islands with one of 
the undeveloped races, realized its importance. In his own words: "What 
the Negro (and Indian) needs at once is elementary and industrial edu- 
cation and moral development. The race will succeed or fail as it shall 
devote itself with energy to agriculture and the mechanic arts or avoid 
those pursuits, and its teachers must be inspired with the spirit of hard 
work and acquainted with the ways that lead to material success." 
Hampton's aim has always been the training of sane and sound leaders 
for Negro and Indian communities through the development of character, 
economic independence, and the power of initiative. 




WHITTIER PRACTICE SCHOOL 



DEPARTMENTS 
The academic course is four years in length and includes 
Araiifinir English branches in both grammar and high school 

grades. The Negro's melodious voice is trained in sing- 
ing and the members of the school band receive some necessary instruc- 
tion in instrumental music, but foreign languages are not taught. A large 
proportion of the colored students, including the trade-pupils, work dur- 
ing the day, and attend night school. 

Normal courses are given in Business, Agriculture, 
Pnat-gratiuatf and Trades, as well as in kindergarten and public 

school teaching. 

The importance of agriculture in the solution of the 
AgriritUurp Negro and Indian problems is fully recognized and 

every student in the school now receives more or less 
instruction concerning the soil, and vegetable and animal life. In addi- 
tion to the model farm, poultry yards, dairy, orchards, and experiment 
garden, the school has a well-stocked farm of six hundred acres in prac- 
tical operation six miles away. The young men who work there rise 
before the sun, but even a long day's labor does not deter them from 
attending the night school where they receive instruction which fits them 
to enter the regular academic classes. A class of earnest young women 
also attend this farm school, preparing themselves, not only through 
books, but through the domestic duties of farm life, for their future re- 
sponsibilities in teaching their people right ways of living. 




ARMSTRONG-SLATER MEMORIAL TRADE SCHOOL 



The Trade Department includes courses in carpentry, wood 
®rai»pa turning, bricklaying, plastering, painting, wheelwrighting 
blacksmithing, machine work, steam fitting, tailoring, shoe 
and harness making, tinsmithing, upholstering, and printing. 

A trade course usually occupies three years — the first in the trade 
school ; the second in one of the productive industries, where the student 
gets an idea of the commercial value of his work; and the third in the 
trade school again, where the course is completed. 

Besides offering opportunities for teaching the student the market 
value of his work, the productive industries, including the various shops, 
two large farms, and the boarding departments, enforce Hampton's prin- 
ciple of self-help, by providing the students with work for which they are 
credited on their accounts. 

Each trade is taught with a view to supplying the special needs of 
the communities to which the students expect to go. 

The largest number of students take up carpentry, and to this has 
been added instruction in bricklaying, painting, and tinsmithing, in order 
to give the all-round mechanical training which is so greatly needed in 
the isolated country districts of the South and West. The mental and 
moral improvement which is made through the careful work exacted of 
these young men is in itself a result well worth the effort and expense of 
such training. 





DuiMESTlC SCIENCE AND AGRICULTURE BUILDING 



In this department the young women are prepared to teach 

Bottifattr their people the art of home making, sewing, dressmaking, 

S»nfnrf laundering, cooking, and housekeeping. A special course 

prepares advanced pupils for the position of matron, lady 

principal, or domestic science instructor. 

A summer institute of six weeks is held for the colored 
^untmpr teachers of the South, especially those of rural schools, to 
ilnatttutt afford them opportunity for studying methods of teaching 
the common school branches, and such simple industries as 
bench work, cooking, sewing, upholstering, agriculture, and dairying. 
Nature-study is emphasized, and competent lecturers give addresses on 
a variety of topics. Over four hundred teachers thus gain subject matter 
and inspiration to take back to communities, the darkness and igno- 
rance of which are quite inconceivable to one who has not traveled through 
the black belts of the South. 

This conference is held for three days during the session of 
Jffijrn the summer institute and affords opportunity for hundreds 

&onfettnte of teachers to listen to important social problems pertain- 
ing to the welfare of the race, as discussed by the prominent 
Negro men and women of the country who gather to participate in these 
meetings. 



Learning by Doing at Hampton 





CLASS IN BLACKSMITHING 



CLASS IN CARPENTRY 





PRODUCTS OF THE TRADE SCHOOL 



CLASS IN BRICKLAYING AND PLASTERING 





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CLASS IN DAIRUNG 



CLASS IN AGRICULTURE 



Learning by Doing at Hampton 





IN THE WHITTIER GARDEN 



A FIEl.U LESSON IN AGRICULTURE 





CLASS IN WEAVING 



IN THE LAUNDRY 





CLASS IN SEWING 



CLASS IN COOKING 




THE ONE-ROOM CABIN 



WHAT HAS BEEN DONE FOR THE NEGRO 



The influence of Hampton does not cease when the student receives 
his diploma and leaves the school grounds. A regular system of corres- 
pondence is carried on and reports are asked of each ex-student and 
graduate, at least once a year. In this way the needs of the communities 
are studied and the results of the work are to a certain extent known. 

The total number of Hampton's Negro graduates is 1158, the num- 
ber of Negro ex-students, not graduates over 5000. A much larger 
proportion of those who now enter the school, remain to graduate than 
was the case in former years. Of 277 Negro trade-school graduates, over 
60 per cent, are known to be either teaching or practicing their trades. 
Over 23 per cent, of the men and 47 per cent, of the women graduates 
now living are teaching at the present time. After following this profes- 
sion for a few years, the women in many cases marry and the men go in- 
to business, buy land and engage in farming, or work at trades. It is 
impossible for a man to bring up a family on the salary that is paid to 
a country teacher in the South. Hampton's plan is to give instruction in 




HOMES OF NEGRO GRADUATES 



trades or farming to those who are to become teachers in rural districts, 
thus sending properly trained men and women into the country schools 
and at the same time providing means whereby they can supplement 
their meager salaries. Over 35 per cent, of Hampton's graduates are 
either farmers or mechanics. In twelve counties in the immediate vicinity 
of the school, over 90 per cent, of the Negro farmers own and manage 
their own farms. It is not too much to claim that these achievements, 
which have been made entirely since the war, are very largely due to 
Hampton's teaching. 

It has often been said that if Hampton had done nothing more than 
to train Booker T. Washington its work would have been well worth all 
the money and effort it has cost. But Hampton can point not only to 
Booker T. Washington and Tuskegee as examples of its handiwork but 
to hundreds of other men and women who on a smaller scale but with a 
like consecration are striving to leaven the whole lump. 



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INDIAN TEPEE 

WHAT HAS BEEN DONE FOR THE INDIAN 

Notwithstanding the temptations and difficulties of reservation life 
Hampton's policy has been to send her children back to their own peo- 
ple where, through the strength and knowledge they have gained, they 
will be able to aid others in treading the ways of Christianity and civili- 
zation. Of the Indians who have been taught here during the past twen- 
ty-seven years, seven hundred and twelve are living, and according to the 
best information obtainable have been classified by their work and in- 
fluence as follows: Excellent 154, Good 354, Fair 154, Poor 42, Bad 8. 
According to this classification, 508 returned students are entirely satis- 
factory, 50 have poor records, and 154 amount to but little either way. 
They are largely the physically weak and deficient. 

The first three Indians were graduated from the academic course in 
1882. Since then ninety-three (including those of 1904) have been gradu- 
ated. Of this number seven have died and the others rank as follows: Ex- 
cellent 49, Good 25, Fair 7, Poor 4, Bad i. Twenty-one of these have ta- 
ken post-graduate courses at Hampton and seventeen have taken ad- 
vanced courses elsewhere. 

All those classified as "good" live Christian lives, are industrious, 
temperate, moral — in a word, those who may be considerd as examples 
worthy of emulation by the less favored of their people. As a rule, we 
believe that these are the ones destined to accomplish most among 



12 




HOME OF AN INDIAN GRADUATE 

a slow-moving people like the Indians, gradually raising the race to 
higher ways of thought and life without the use of extreme measures 
such as grate upon the sensibilities of the old Indians and are apt to 
offend rather than help them. 

At the agencies where the Indian returned students are to be observ- 
ed in the greatest numbers it is found that most of the important posi- 
tions — those of intepreter, clerk, head farmer, and policeman — are fill- 
ed by the educated Indians and nearly every place in the trade shops, 
except that of foreman, is filled by boys who have learned more or less 
of a trade at school. In the boarding schools, one or more teachers 
will usually be found in the classrooms and several in industrial positions. 
Among the camp schools — little oases in the desert of ignorance— a 
young educated Indian and his wife are very often in charge, doing their 
best teaching by providing a living object lesson, not only to the chil- 
dren, but to the parents. At several of the agencies influential societies 
have sprung up among the returned students, holding the leaders to- 
gether, and sustaining the weak; these organizations have proved of po- 
itical as well as of ethical value, supplying the places made vacant in 
civil affairs by the deposition of the chiefs. 



^3 




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VIRGINIA AND CLEVELAND HALLS 



WHAT HAS BEEN SAID OF HAMPTON 

"Hampton must not go down. See to it, 
(S^ttpral ^. (E. Armstrnng you who are true to the black and red 
races of the land, and to just ideas of education." 

"Hampton School is an institution which com- 
iloiin (&. Wijttttf r mends itself to the patriotism and benevolence 

of the people of the United States." 

"One word to our Northern friends. 
I^nn 3. m. M. Qlurrg. ICIC. i. Don't you make a mistake. You 

may put Hampton at the head of all educational work for the Negro, 
and I'll join you. It stands without a rival in my judgment in the past 
and present and for the outlook of the future." 

"Nobody can estimate the value of the 
iRt. ISpu. PtjiUipS Irooka work which General Armstrong has done 
in founding and maintaining the Hampton School." 

"I have always loved Hampton and 
Inokrr ®. Hasllittgtnn, Sill. 1. i love her more and more because 
she is not only giving the Negro knowledge, but is seeing and reaching 
the needs of the race as no other institution is doing." 

"If any man is looking for 
Prtathfltt (Eljarbs U. lEltnt KiC- 1- a sure way to benefit the 
Negro race or the Indian race in the United States let him send money 
to Hampton Institute, making no restrictions concerning its use. He 
will surely get there a large return for his money in beneficence." 



U 






HUNTINGTON MEMORIAL LIBRARY 

"What is better worth doing than 
iRm S&marli iEumtt Sfalr, i. i. what Hampton is doing?" 

"There have been many great in- 
l^amtltfln W. iHabtP. iCIC.l. stitutions of learning in the his- 

tory of the past which have done much for the higher life of the world, 
but the institutions which have taught men how to work and to work 
efficiently have not been the literary universities, but institutions like 
Hampton." 

"If I paid ^10,000 a year for it I could not 
iMutn IrrittUJ, ^pi)i. ia. possibly give my own small boy anywhere 

in or about New York City the advantages that the Negro child freely 
enjoys at Hampton Institute." 

HOW IS THE SCHOOL SUPPORTED ? 

The school is very inadequately endowed. No tuition is charged 
any student, this being provided through scholarships. 

The Government provides $167 a year for the board and clothing of 
each Indian student to the number of 120; about $18,000 is received from 
Government appropriations from the Land Grant and the Agricultural 
and Mechanical College Funds ; in addition to this income, however, 
it is necessary to raise through voluntary contributions over $80,000 an- 
nually, in order that the young people of these two races may receive the 
industrial training which will prepare them to aid in uplifting their peo- 
ple from the ignorance, poverty, and superstition which is a menace, 
not only to the South and West, but to our entire country. Will not 
each one who feels interest in these great problems help in some way, 
large or small? A^o contribiitioji is too s?)iall to be. of itse. 



15 



h?E 10 1S05 



HAMPTON'S Needs 

A fund of at least three million dollars is necessary to place the in- 
stitution on a firm foundation and relieve it from the yearly struggle to 
raise the amount needed for current expenses. 
Among other important needs are the following : 

^20,000 for an addition to the Trade School. 

^20,000 for the completion of the sewage system, equipment, and 

connections. 
^20,000 towards a breakwater. 
^18,000 for a new barn. 
^^2,500 for electric motors and pumps. 
#2,000 for a new printing press. 
Scholarships to provide for 800 students. 

Permanent Academic #2,000 Permanent Industrial #800 
Annual Academic #70 Annual Industrial #30 

Donations may be sent to H. B. Frissell, Principal, or to Alexander 

Purves, Treasurer, Hampton, Va. 
Circulars and further information will be sent on application. 

FORM OF BEQUEST 

I give and devise to the Trustees of the Hampton Normal 
and Agricultural Institute at Hampton, Va., the sum of 
dollars, payable, etc. 





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